Walking the Talk: Signature Pedagogies and Metateaching in Graduate-Level Education Courses Katrin Becker 8: Friday, May 16 11:30 – 12:30 © Katrin Becker CNIE - 2014 1 Overview • • • • • • • © Katrin Becker Who AM I? What are Signature Pedagogies? The Usual Scenario in M.Ed. Who are M.Ed Students? Going Meta Cants A Few Examples CNIE - 2014 2 Who Am I? Katrin Becker, © Katrin Becker CNIEPhD - 2014 3 What are Signature Pedagogies? Lee Shulman: “the types of teaching that organize the fundamental ways in which future practitioners are educated for their new professions (2005, p. 52). © Katrin Becker CNIE - 2014 4 © Katrin Becker CNIE - 2014 5 What are Signature Pedagogies? Medicine http://doc.med.yale.edu/historical/cushing/career.html http://www.ruralhealth.unimelb.edu.au/Study/MD%28Graduate%29/MD%20_RCS/student%20feedback/index.html © Katrin Becker CNIE - 2014 6 What are Signature Pedagogies? http://lawmindscience.wordpress.com/2011/03/27/a-proposal-for-the-use-of-psychodrama-in-law-school/ Law © Katrin Becker CNIE - 2014 http://www.sherlockology.com/share/the-casebook 7 What are Signature Pedagogies? Distinctive - to that profession Pervasive – across courses & institutions Computer Science Programming Chemistry Lab Work Drama Theatre Music © Katrin Becker Composition / Performance CNIE - 2014 8 The Usual Scenario in M.Ed. Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problembased learning, communities of learners, and more. © Katrin Becker CNIE - 2014 9 But Do We Really? What do our students usually DO? What usually happens in our classrooms? How do our students usually get assessed? © Katrin Becker CNIE - 2014 10 The Usual Scenario in M.Ed. The Learner View RECEIVES Watch Listen Read GIVES Research Proposals Research Reports Research Papers Blog Posts © Katrin Becker Readings & Responses CNIE - 2014 Ethics Applications Topical Presentation 11 The Usual Scenario in M.Ed. The Instructor View GIVES M.C. Purveyor of Knowledge Discussion Leader/Host RECEIVES PPT / Prezi Presentations on a Topic Papers heavy emphasis on citations Short Writings Project © Katrin Becker CNIE - 2014 12 © Katrin Becker CNIE - 2014 13 The Usual Scenario in M.Ed. What does our pedagogy reveal, intentionally or otherwise, about the habits of head, hand, and heart as we purport to foster through our disciplines?” © Katrin Becker CNIE - 2014 14 Learning TO BE vs Learning ABOUT Is there, or should there be, a consistent connection between a way a discipline creates or discovers new knowledge and the way it apprentices new learners? (Ciccone, 2009, p. xii). © Katrin Becker CNIE - 2014 15 Who are M.Ed Students? All but 2 are teachers. © Katrin Becker CNIE - 2014 16 Learning TO BE vs Learning ABOUT Is there, or should there be, a consistent connection between a way a profession is practiced and the way it apprentices new learners? © Katrin Becker CNIE - 2014 17 How We See the World To a (an) …. Everything is a(n) … Computer Scientist Musician Writer Thespian Film-maker Set Designer Educator © Katrin Becker        CNIE - 2014 Algorithm. Song. Story. Play. Movie. Set. LESSON. 18 Going Meta Given that metacognition is thinking about thinking, Metateaching has been defined as thinking about teaching. (Timpson 1999) © Katrin Becker CNIE - 2014 19 Going Meta But it's not….. Meta-X © Katrin Becker = CNIE - 2014 X about X 20 Going Meta So, if metacognition is thinking about thinking, and a meta-language is a language about languages, then meta-teaching is in fact: teaching about teaching. © Katrin Becker CNIE - 2014 21 Going Meta Teacher education is unique among disciplines in that we are doing what we are teaching. © Katrin Becker CNIE - 2014 22 Going Meta If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level? © Katrin Becker CNIE - 2014 23 WARNING: The following contains opinions and suggestions that some may find distasteful. © Katrin Becker CNIE - 2014 24 Bjarne's Can't "[Y]ou can't teach what you don't practice … and therefore don't understand." Bjarne Stroustrup http://cacm.acm.org/magazines/2010/1/55760-what-should-we-teach-new-software-developers-why/fulltext © Katrin Becker CNIE - 2014 25 …. and other Cants cant: 1. hypocritical and sanctimonious talk, typically of a moral, religious, or political nature. "the liberal case against all censorship is often cant" 2. denoting a phrase or catchword temporarily current or in fashion. "they are misrepresented as, in the cant word of our day, uncaring" © Katrin Becker CNIE - 2014 26 What We Teach Variety of Sources vs How We Teach Scholarly Papers Textbooks New Media Traditional CMS Innovation Embracing Change PPT MSOffice Discussion © Katrin Becker CNIE - 2014 27 What We Preach vs What We Assess Authentic Experiences New Theories & Models Presentations Active Learning Papers Just-in-Time Blog Posts Personalization Reflections Leading by Example © Katrin Becker CNIE - 2014 28 Example: A DGBL Course, Gamified © Katrin Becker CNIE - 2014 29 Example: An ID Course Each ID theory, personified. © Katrin Becker CNIE - 2014 30 Example: A Digital Content / Media Course Where the instructor uses the tools discussed. © Katrin Becker CNIE - 2014 31 What About…. Collaborative Culture Assessment Counselling Educational Leadership Curriculum STEM Education © Katrin Becker CNIE - 2014 32 Thanks! Katrin Becker Adjunct, Computer Science & Information Systems Mount Royal University kbecker@mtroyal.ca © Katrin Becker CNIE - 2014 33 Abstract Many M.Ed. programs claim to incorporate signature pedagogies in their programs, which often include approaches such as inquiry-based, case-based, and problem-based learning, communities of learners, and more. Teacher education is unique among disciplines in that we are doing what we are teaching. Metateaching has been defined as thinking about teaching (Timpson 1999), but if metacognition is thinking about thinking, and a meta-language is a language about languages, then metateaching is in fact teaching about teaching. If we combine this with notions of signature pedagogies and the idea that we should be modeling what we are teaching, then what does this mean at the graduate level? It means that graduate instructors should themselves be modeling what they are teaching. Wouldn’t signature pedagogy in education be one that actually implements the theories and models being studied in order to teach those same theories and models? Shouldn’t it be one that employs experimental designs and invites the students (most of who are teachers) to examine the course design as it’s being taught? Wouldn’t it make sense to have the students have input into the design and/or teaching? This presentation will examine the common approach to teaching graduate level education courses - the seminar - and suggest an alternate approach that uses the theories and models being taught and where the teaching methodology matches the kind of work the participants will do when they graduate. © Katrin Becker CNIE - 2014 34 Resources • Shulman, L. S. (2005). Signature Pedagogies in the Professions. Daedalus, 134(3), 52-59. doi: 10.2307/20027998. • Timpson, W. M. (1999). Metateaching and the instructional map. Madison, Wis.: Atwood Pub. • Gurung, R. A. R., Chick, N. L., & Haynie, A. (2009). Exploring signature pedagogies : approaches to teaching disciplinary habits of mind (1st ed.). Sterling, Va.: Stylus Pub. © Katrin Becker CNIE - 2014 35